“We’re all in the struggle together”: the experiences of first-generation graduate students during COVID-19

Purpose This study aims to explore the experiences of first-generation graduate students (FGGS) during the COVID-19 pandemic, specifically the positive and negative impacts of the pandemic on their learning experiences and their implications for the design of online graduate programs that foster a sense of belonging. Design/methodology/approach Semi-structured interviews were conducted with 34 FGGS in doctoral or terminal masters’ programs at a private university in the northeastern United States. As part of a larger study, participants were asked about how COVID-19 had impacted their graduate school experience. Participants’ answers were analyzed using inductive coding methods to identify themes emerging from the data. Findings The findings show that FGGS experienced both negative and positive impacts during COVID-19, many of which were directly related to factors contributing to students’ sense of belonging. The negative impacts include loss of social/networking opportunities and the physical community space, experiencing issues adjusting to online learning, dealing with family challenges and struggling with school/work/life balance. There were also positive impacts, including increased access to resources and online learning, improved school/work/life balance and a shared sense of community as everyone experienced the pandemic together. Originality/value This study represents a unique contribution to the small but growing body of information science literature focused on the experience of first-generation students (FGS) and one of the very few to focus on FGS at the graduate level. The data gathered offer unique insight into the way multiple factors related to establishing a sense of belonging were impacted by the COVID-19 pandemic and transition to online education for FGGS. One surprising finding was the number of positive impacts that students reported from their educational experiences. Implications for the future design of online education and inclusive online spaces for graduate students are discussed and recommendations are made for future research.